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The Relationship between Pre-Service Science Teachers' Epistemological Beliefs and Preferences for Creating a Constructivist Learning Environment

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Title: The Relationship between Pre-Service Science Teachers' Epistemological Beliefs and Preferences for Creating a Constructivist Learning Environment
Language: English
Authors: Saylan, Asli, Armagan, Fulya Öner, Bektas, Oktay
Source: European Journal of Science and Mathematics Education. 2016 4(2):251-267.
Availability: European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.net
Peer Reviewed: Y
Page Count: 17
Publication Date: 2016
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Preservice Teachers, Science Teachers, Student Teacher Attitudes, Beliefs, Epistemology, Knowledge Level, Constructivism (Learning), Preferences, Educational Environment, Likert Scales, Questionnaires, Surveys, Statistical Analysis, Correlation, Science Education
Geographic Terms: Turkey
Assessment and Survey Identifiers: Constructivist Learning Environment Survey
ISSN: 2301-251X
Abstract: The present study investigated the relationship between pre-service science teachers' epistemological beliefs and perceptions of a constructivist learning environment. The Turkish version of Constructivist Learning Environment Survey and Schommer's Epistemological Belief Questionnaire were administered to 531 pre-service science teachers attending seven public universities in Turkey. For data analysis, the Statistical Package for Social Sciences 20 program was used and correlation analysis was conducted to investigate the relationship between the participants' epistemological beliefs and perceptions of a constructivist learning environment. Also, descriptive analysis was conducted to determine their epistemological beliefs and perceptions of a constructivist learning environment. The results showed that the more sophisticated epistemological beliefs the participants have, the more constructivist learning environments they prefer, and positive/negative relationships were found among subscales of the two scales. Moreover, the results revealed that pre-service science teachers have relatively sophisticated epistemological beliefs, and generally prefer more constructivist learning environments. The implications were discussed.
Abstractor: As Provided
Number of References: 53
Entry Date: 2016
Accession Number: EJ1107826
Database: ERIC
FullText Text:
  Availability: 0
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1107826
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  Data: The Relationship between Pre-Service Science Teachers' Epistemological Beliefs and Preferences for Creating a Constructivist Learning Environment
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  Data: <searchLink fieldCode="AR" term="%22Saylan%2C+Asli%22">Saylan, Asli</searchLink><br /><searchLink fieldCode="AR" term="%22Armagan%2C+Fulya+Öner%22">Armagan, Fulya Öner</searchLink><br /><searchLink fieldCode="AR" term="%22Bektas%2C+Oktay%22">Bektas, Oktay</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Science+and+Mathematics+Education%22"><i>European Journal of Science and Mathematics Education</i></searchLink>. 2016 4(2):251-267.
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  Data: European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.net
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  Data: 17
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Teachers%22">Science Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Teacher+Attitudes%22">Student Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Beliefs%22">Beliefs</searchLink><br /><searchLink fieldCode="DE" term="%22Epistemology%22">Epistemology</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22Constructivism+%28Learning%29%22">Constructivism (Learning)</searchLink><br /><searchLink fieldCode="DE" term="%22Preferences%22">Preferences</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Likert+Scales%22">Likert Scales</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Surveys%22">Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+Analysis%22">Statistical Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink>
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  Data: 2301-251X
– Name: Abstract
  Label: Abstract
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  Data: The present study investigated the relationship between pre-service science teachers' epistemological beliefs and perceptions of a constructivist learning environment. The Turkish version of Constructivist Learning Environment Survey and Schommer's Epistemological Belief Questionnaire were administered to 531 pre-service science teachers attending seven public universities in Turkey. For data analysis, the Statistical Package for Social Sciences 20 program was used and correlation analysis was conducted to investigate the relationship between the participants' epistemological beliefs and perceptions of a constructivist learning environment. Also, descriptive analysis was conducted to determine their epistemological beliefs and perceptions of a constructivist learning environment. The results showed that the more sophisticated epistemological beliefs the participants have, the more constructivist learning environments they prefer, and positive/negative relationships were found among subscales of the two scales. Moreover, the results revealed that pre-service science teachers have relatively sophisticated epistemological beliefs, and generally prefer more constructivist learning environments. The implications were discussed.
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  Label: Accession Number
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  Data: EJ1107826
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1107826
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 251
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Science Teachers
        Type: general
      – SubjectFull: Student Teacher Attitudes
        Type: general
      – SubjectFull: Beliefs
        Type: general
      – SubjectFull: Epistemology
        Type: general
      – SubjectFull: Knowledge Level
        Type: general
      – SubjectFull: Constructivism (Learning)
        Type: general
      – SubjectFull: Preferences
        Type: general
      – SubjectFull: Educational Environment
        Type: general
      – SubjectFull: Likert Scales
        Type: general
      – SubjectFull: Questionnaires
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      – SubjectFull: Surveys
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      – SubjectFull: Statistical Analysis
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      – SubjectFull: Correlation
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      – SubjectFull: Science Education
        Type: general
      – SubjectFull: Turkey
        Type: general
      – SubjectFull: Constructivist Learning Environment Survey
        Type: general
    Titles:
      – TitleFull: The Relationship between Pre-Service Science Teachers' Epistemological Beliefs and Preferences for Creating a Constructivist Learning Environment
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            NameFull: Armagan, Fulya Öner
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            NameFull: Bektas, Oktay
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